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Community News | K-12

Announcing the 2025 K-12 Green Chemistry Education Award Winners

February 26, 2025

We’re excited to share that Beyond Benign is supporting three fantastic K-12 educators as recipients of this round of K-12 Green Chemistry Education Awards! Their innovative projects will help drive meaningful change in K-12 green chemistry education, inspiring students and educators alike.

Erica Fatura, Cassie Lydon, and Cassie Javner—recognized for their leadership and commitment to green chemistry education—are spearheading projects that will expand access to green chemistry in K-12 classrooms. While each initiative is unique, all three will support the integration of green chemistry into K-12 educational settings–driving more educators to inspire their students with creativity, innovation, and sustainability.

Below, find details on their exciting projects, set to launch in the coming months.

Want to learn how you can bring green chemistry to your school? Sign up for our Intro to Green Chemistry course taught by expert educator, Cassidy Javner.

Erika Fatura – “Been There, Done That, Got the T-shirt: Sharing 22 Great Ideas From 22 Years of Teaching Science.”

Erika’s K-12 Green Chemistry Education award will support in attending the 2025 Michigan Science Teachers Associations (MSTA) conference in Lansing, where she will present on Green Chemistry. The conference is set to occur from March 6th-8th, 2025.

Erika’s presentation provides insights with science teachers on best practices from her 22 year career teaching secondary science. As a former Lead Teacher, and someone still very passionate about Green Chemistry and Beyond Benign, Erika will be sharing a general overview of Green Chemistry and curriculum resources compiled on Beyond Benign’s Green Chemistry Teaching & Learning Community (GCTLC) platform. It is Erika’s hope to share these resources with teachers who have not yet discovered green chemistry, who will also spread the word to their colleagues. Her “22 Great Ideas” also include tech hacks, content ideas, cheap lab resources, social media, grant ideas, etc.

She shares, “A goal of mine is getting the word out about Green Chemistry as well as the awesome opportunities and resources that Beyond Benign offers! There is not a better audience than at a science teachers conference to help educate others about the importance of Green Chemistry. Being involved with Beyond Benign was an incredible experience for me and connected me to so many great people. I hope others will jump on board and take advantage of their opportunities as well.”

Cassie Lydon and Cassie Javner – Teaching Workshop

Cassie Lydon and Cassie Javner are active K-12 educators who have been working in partnership for several years, collaborating with University of Minnesota Professor Emerita, Dr. Jane Wissinger, to host annual teaching workshops for K-12 educators– centered on green chemistry and sustainability. This year’s 3-day workshop is planned for June 16th-18th. More information will be made available soon for those interested in registering.

The K-12 Green Chemistry Education Award will support Cassie Lydon and Cassie Javner to lead a hands-on 3-day workshop hosted at the University of Minnesota. This workshop is designed for high school chemistry teachers eager to integrate the principles of green chemistry and sustainability into their classrooms. Participants will explore the core concepts of green chemistry and learn methods to inspire students to address real-world challenges through chemistry. Emphasizing student engagement, critical thinking, and collaborative problem-solving, this workshop will equip teachers with the tools, strategies, and resources to incorporate sustainability-focused lessons that spark curiosity and empower students to find solutions to global challenges.

This workshop will address gaps in content knowledge, limited access to resources, and insufficient planning time, ensuring teachers are well-equipped to implement green chemistry in their classrooms.

Want to stay up to date on the latest opportunities in green chemistry? Sign up for the Beyond Benign Newsletter and create an account on the Green Chemistry Teaching and Learning Community (GCTLC).

Announcing the 2025 K-12 Green Chemistry Education Award Winners

February 26, 2025

Ask the Experts: Ways to Incorporate Green Chemistry in Your K-12 Classroom

January 16, 2025

Green chemistry provides a foundation for designing safer, more sustainable science lessons that inspire students to critically consider environmental and societal impacts. K-12 teachers who have integrated green chemistry principles into their classrooms demonstrate how gradual changes to labs and lessons can create engaging and meaningful learning experiences. These insights are drawn from blog posts by Beyond Benign Certified Lead Teachers.

Incorporating green chemistry into classroom activities can be transformative, but finding a starting point can feel daunting, especially amid the demands educators face. To help, we’ve compiled practical tips from K-12 teachers who are rethinking lab experiments, materials, and classroom practices. These updates not only promote sustainability but also create safer learning environments and encourage students to apply green principles in their everyday lives.

How can green chemistry principles help students think differently about the world around them and the planet’s future?

Richard Cooper of Sir Wilfrid Laurier Secondary School in London, Ontario, Canada, highlights how green chemistry labs enable students to develop practical, real-world skills while fostering a deeper understanding of sustainability and innovation.

As students learn proper lab techniques, we as teachers are not just simply teaching them how to measure accurately. We also help them learn that focus, practice, and determination are necessary traits for success both inside and outside the lab. These future material designers, supply chain managers, policymakers, captains of industry, and consumers need to understand the impact and connections between Economy, Environment, and Social Equity (3 E’s of sustainability).

Green chemistry and sustainability are essential concepts that help students become scientifically literate 21st-century global citizens. Providing an environment where students utilize key criteria of green chemistry, such as the cost, safety, and performance of products and processes, supports the development of critical thinking skills essential for success in the global economy. In this burgeoning online and global society, I believe that green chemistry and sustainable science could very well be the most relevant science we teach.

How can I use green chemistry in classes beyond chemistry?

Retired middle school teacher Gisele Rubino of World Academy in Nashua, New Hampshire, has used many green lessons and labs with students in her life and physical science courses.

Beyond Benign’s middle school curriculum consists of units dedicated to biotechnology, chemistry, and math and engineering. The Enrichment Materials section is designed for informal science educators teaching students at the middle school level. I have found that several of the lessons written for chemistry in this section can be easily adapted for both life science and earth science. For example, teaching my students about biomimicry — using the Introduction to Biomimicry and Advanced Biomimicry Matching Game — shows how inspiration from nature can be used to create viable innovations connecting form, function, technology, and engineering design. This is easily integrated into my adaptation lessons. Using real-world technology in the classroom helps to provide examples for my students of how designing with the principles of green chemistry is inherently safer, more cost-effective, and better performing than alternatives.

Science today needs to be taught with our future in mind. My involvement with Beyond Benign has allowed me to explore and develop a curriculum that will help future scientists. By incorporating a “green” curriculum, I feel that I am giving my students a starting point for their future endeavors. Hopefully, this will become a way of life, not just a lesson in science class.

What are some replacement labs you use that have green chemistry principles?

Cassidy Javner of Shakopee High School in Shakopee, Minnesota, says it’s important to find safer, sustainable alternatives to traditional, hazardous, and sometimes dangerous chemistry labs.

Open flames and “out of control” chemistry are not tolerated in industry, but there are still quite a few accidents as a result of these practices in the high school setting. Replacement labs teach the same concepts, skills, and knowledge but use equipment and chemicals that are safe for our students and the environment. If we can teach the same kinetics concepts using starch and Vitamin C, then why not? Replacement labs often involve materials available at drugstores or grocery stores, which makes materials easier to acquire and more familiar for students. It also can be powerful to discuss with students why you chose to switch to a more sustainable lab. (The Green Chemistry Teaching & Learning Community has many different replacement lab options for you to try or check out this starter list of labs to try.)

The first replacement lab that I used in my Honors Chemistry classroom was the Le Chatelier’s Principle lab, which replaced the traditional cobalt complex lab. According to the Safety Data Sheet (SDS), the cobalt compounds involved in the traditional lab are possible carcinogens and moderately toxic by ingestion; strict personal protective equipment is required when using this compound. The replacement lab has two equilibrium systems that students analyze.

Black Tea – H+ Complex: In this example, lemon juice (or vinegar) is used to increase the acidity of the solution, and household ammonia is used to increase the basicity of the solution.
Starch-Iodine Complex: In this example, a complex is first created using starch and tincture of iodine, and then the temperature is increased and decreased.

Through these examples, students saw how temperature and concentration affect the shifting of an equilibrium system, all while using non-toxic household products. This lab removes hazards for both students and teachers (minimizes hazardous waste disposal) yet still allows students to analyze color changes in equilibrium systems.

How do I integrate green chemistry into my Advanced Placement (AP) Chemistry course? And how can these techniques be applied in other classes?

Ann Lambert teaches AP Chemistry courses at King Philip Regional High School, Wrentham, Massachusetts.

As a teacher of AP Chemistry, I know how it is to be heavy on content and short on time. Those AP students, however, are likely to be future chemists, so we must instill in them an awareness of green chemistry and sustainability. Because students are typically passionate about environmental topics, and as the College Board has updated AP Chemistry labs to remove most of the problematic chemicals and guided inquiries, it is easy to weave green chemistry into your regular lessons. It is also important to remember that green chemistry is not a new branch of science, but rather a lens through which we teach and learn the chemistry principles that are in our existing curricula. This holds true both for a first-year course as well as AP Chemistry.

Throughout the year, I point out to students the “old way” that many labs were taught and ask them to identify how the “new way” is greener. For example, when we complete an analysis of alum lab, students find the formula of the hydrate by dehydration and identify the melting point. Then, instead of having students precipitate out the sulfate using a Barium salt solution, I use a YouTube video that demonstrates the precipitation reaction. As a follow-up, they watch a video of a Barium swallow diagnostic test. I ask students to identify and explain, using the SDS, why we are not working with Barium salts in the high school and discuss why the Barium swallow is a safe and very important medical diagnostic tool. To give students the calculation practice the precipitation provides, I give them a set of data. This is just one example of how I weave green chemistry into my daily curricula.

At the end of the year, after the AP exam, I have each student select a Presidential Green Chemistry Challenge Award-winning project and research it alongside the product or process it replaced. Each student creates a presentation that is given to the class. I have had students tell me that this activity was the aha! moment that tipped them toward deciding to pursue chemistry or chemical engineering in college!

Can you provide a few examples of high school labs that use green chemistry principles?

Stephen Costanza and Dana Wadnola of Whitesboro High School in Marcy, New York, explain how they transform traditional labs and activities to illustrate green chemistry principles.

In some cases, simply replacing one chemical with another is enough. In other cases, we look for different activities that cover the same sections of the curriculum. That includes testing several established labs with students. In the Sharklet lab, students explore Sharklet film, an innovation based on shark skin that prevents the growth of bacteria on surfaces. As the students did the simulation, they became so engaged that they did not want to go to their next class. They continued adding more and more clips to see how many could be held. It was a fun way for them to learn how chemistry ties into materials science and engineering. Seeing this high level of engagement was very rewarding for us.

In addition to the high school resources, we used community engagement activities such as the biomimicry matching game and the green glue activity. The biomimicry matching game involves matching specific animals with potential products inspired by the animals’ characteristics. This was a favorite of our students, especially because they were able to make a connection between biology and chemistry that they never knew existed. The green glue activity challenged students to create two types of glue and evaluate them based on green chemistry criteria. This was fun for them because it involved simple ingredients they could purchase at any market (powdered milk, vinegar, and baking soda), and they also could figure out what was happening because they were familiar with the materials.

Similarly, LeChatelier’s principle equilibrium lab that uses tea, starch, and iodine led to a similar amount of interest. Students were able to see obvious color changes, using materials they have known for years rather than the carcinogenic chromate/dichromate equilibrium that many teachers have used. Whether the color change is from yellow to orange or from tan to dark brown, the principles are the same, yet students are not exposed to harmful materials. In addition, by using store-bought materials, students may be interested in trying other objects they have at home to see if similar changes take place.

These labs are great examples of what it means to make a chemistry classroom “green.” Students use materials they know, and the labs and activities are engaging. Our number one goal as teachers is to help our students succeed in class and their futures, but they should also enjoy what they are learning. Making our classes “greener” can give our students outlets to further explore these concepts outside of school.

How can I engage my high school chemistry students at the start of the year while introducing green chemistry?

Raksmey Derival of Innovation Academy Charter School in Tyngsborough, Massachusetts, shares how she uses a three-part “game” to help students learn lab techniques and aspects of green chemistry — and have some fun in the process.

How many students walk into your chemistry class at the start of the year already hesitant because of chemistry’s reputation of being “boring” or “too hard”? I try to overcome these obstacles by challenging students at the start of the year with a “game” that requires creative and innovative ideas as they learn the chemistry of making glue.

Students are presented with a 26-step procedure for making glue and asked to improve the efficiency and effectiveness of the process over three days. My lesson expands on Writing the 12 Principles, which introduces many laboratory techniques students will use throughout the year, like measurements and properly mixing solutions.

During day 1, students collaborate as a class. Each student is given one step from the procedure to read aloud and perform in front of their classmates. The “original” procedure includes normal laboratory techniques alongside silly tasks, like doing 20 jumping jacks. As they work through the procedure, the students easily recognize that many of the steps are unnecessary.

That’s when I inform students that they were given a procedure with extra steps. After a review of the chemistry concepts and some guidance on which materials must be included, students revise and rewrite the procedure to make it more efficient. Day 2 allows students to test their “revised” procedures. Each item they use, and the amount of every chemical they use, is tallied to come up with a score. The lab team that has the lowest score (most efficient) while still creating a glue that works (it’s effective) is declared the winner.

After identifying the winners and debriefing what groups did to use fewer materials to make glue, light bulbs go off on what they can do differently to obtain a lower score. Students are told they can try the challenge again on day 3. Again, they revise the procedure and test out their now-“optimized” process. This is when the students become really engaged! Students enjoy the competitive nature of the lab and start thinking really creatively! After all groups test their optimized procedures, most have successfully made glue in a much more efficient manner than day 1’s original procedure and have even demonstrated increased efficiency from day 2’s revised procedure.

This all naturally leads to a conversation about how they practiced green chemistry without even being introduced to its definition and principles! I use examples from their procedures to showcase how they prevented waste, designed for energy efficiency, increased atom economy, and supported several other green chemistry principles. Likewise, I discuss how other principles were violated during those days. I then build upon this activity by having the students rewrite the 12 Principles using more student-friendly language. With this foundation set, students see that they can invent, fail, invent some more, and repeat this process until they succeed, all through the lens of green chemistry.

There is a Lemonade Lab – Writing the Principles that you can check out, too!

How to Get Involved:

Attend our monthly interactive webinar series, Observe, Wonder, Think, to collaborate with your peers and get the support you need to bring green chemistry principles into your classroom.
Join the Green Chemistry Teaching & Learning Community to connect with the community, access resources, and engage in forums specifically for K-12 educators.
Subscribe to Beyond Benign’s newsletter to receive updates, opportunities, and inspiration directly to your inbox.
Explore free, downloadable lessons for all grade levels.

Ask the Experts: Ways to Incorporate Green Chemistry in Your K-12 Classroom

January 16, 2025

2024 Community Grant Fund Winners: Driving Impact Through Green Chemistry

December 3, 2024

Last year, our generous and dedicated community members funded our inaugural Community Grant Awards. The innovative green chemistry projects funded this past year were diverse and inspiring, and each was designed to make an impact on students for years to come. From professional development workshops for middle and high school teachers to symposiums and student awards focused on sustainability, these initiatives are set to make lasting change.

We would like to extend gratitude to all the community members who supported these awards.

As stated by one of our 2024 winners:

“It is awards like this that allow us to train our future sustainability leaders, both through the green chemistry knowledge shared, and the institutional knowledge passed on to junior colleagues. Together we build innovative communities that will continue to meet our global sustainability challenges”.

Marissa L. Clapson, PhD. (She/Her), Assistant Professor – Inorganic Chemistry, University of Prince Edward Island

2024 Community Grant Award Winners – Project Highlights

Title: “Waving the Green Flag”

Lead Facilitator: Marissa Clapson, Assistant Professor, University of Prince Edward Island

Co-Organizers: Emma Davy, Educator Specialist (University of British Columbia), Julia Pitsiaeli, BSc. Student (University of British Columbia), Shauna Schetchel, PhD Candidate (Queen’s University), Greg Bannard, PhD Candidate (University of Windsor), Jasmine Hong, PhD Candidate (McGill University), Gagan Daliaho, PhD Candidate (McGill University), Connor Durfy, Research Associate (Western University).

Project Description & update:

The symposium “Waving the Green Flag” will be held at the CSC Conference as a half-day session on Thursday, June 5th. Building on the success of our green chemistry education symposium last year, this project uses a nontraditional symposium model to facilitate education and open discussion about green chemistry principles, acting as a resource for participants to implement current sustainable principles into chemistry education and inorganic chemistry research.

The Community Grant Award allowed us to not only host an incredible interactive symposium on green chemistry and sustainability as it relates to inorganic chemistry but gave us the opportunity to challenge the traditional chemistry conference format (lectures). Together we developed three hands-on activities and games to teach attendees about key components of sustainability and green metrics, creating a unique opportunity for community learning and discussion. Additionally, this symposium allowed junior organizers (undergraduates, graduates, and early career professionals) to develop essential skills in research dissemination, event development, and teaching. Junior organizers reported a stronger sense of self-efficacy, research confidence, and self of belonging within the community after participating. Following the conference, we have submitted an article summarizing the activities and outcomes for future green chemistry educators. Similarly, several organizers have stayed involved in green chemistry initiatives: Jamine Hong and Gagan Daliaho are organizers of the green chemistry conversations being hosted in conjunction with Beyond Benign and Greg Bannard now serves as an executive member of the Chemical Institute of Canada (CIC) Green Division.

Title: “MnCOSE Green Chemistry Workshop”

Lead Facilitator: Cassie Knutson Lydon, Cassie Javner, JaneWissinger

Project Description and Update:

On November 2, 2024, during Minnesota Science Teachers Association (MnSTA)’s Minnesota Conference on Science Education (MnCOSE) conference, we hosted a 2.5-hour workshop with 12 participants, focusing on how to engage students through the lens of green and sustainable chemistry.

During the session, participants had the opportunity to conduct hands-on experiments, including replacement experiments on equilibrium, types of reactions, and rates of reactions, as well as sustainable plastics experiments like Make It Break It and Edible Capsules. Throughout the workshop, we highlighted resources from Beyond Benign, including the website, materials (specifically the replacement labs and the modules), the online course, and the Green Chemistry Teaching and Learning Community (GCTLC).

We received highly positive feedback from the participants, particularly regarding the practical, classroom-ready nature of the content. They expressed great appreciation for the ability to take immediate, actionable ideas and activities back to their classrooms. Thank you for the opportunity to share these valuable resources and experiences!

Title: Professional Development: “It’s Easy Being Green”

Lead Facilitator: Maria Danielle Garrett, Associate Professor of Chemistry Education at Belmont University

Project Description:

The ultimate goal of this program is to expand a sustainable green chemistry workshop series: “It’s Easy Being Green: Budget-Friendly Safety-Conscious Chemistry Labs for the Secondary Science Classroom of Today” – a free professional development program for physical science and chemistry middle school and high school science teachers. Not only does this program provide science teachers with new ideas that they can affordably incorporate into their classroom, but it also has the potential to provide both teachers and their students with the basic skills to “think green” – providing them with new eco-friendly ways of addressing problem-solving in chemistry both within and outside the classroom.

Receiving the Beyond Benign Community Grant Award has allowed me to work towards expanding my vision and the reach of my programming in so many different ways. Not only am I able to start offering a new additional workshop in the spring, but this expansion will lead to the development of an accessible and interactive online resource bank for green chemistry topics and classroom applications – where teachers can network and share their ideas. The Community Grant Award has also helped me to expand my undergraduate research line “Going Green in Secondary Chemistry Education” – not only by promoting research goals that relatable and meaningful to students but also by providing them the opportunity to engage in being a part of the workshop itself and seeing the impact and practical implementation of the types of projects on which they are working.

Currently I’m working on finishing the prototype for a spectroscope for part of the lab activity (determining the wavelength of an LED). Participants will build a spectroscope that will allow for quantitative measurements. Additionally, their spectroscope will have several built-in LED light sources. I have also recruited several undergraduate students interested in working as lab assistants for this professional development workshop offering, which will be held in March 2025.

Title: “IACS Sustainable STEM Innovation award”

Lead Facilitator: Raks Derival, Innovation Academy Charter School

Project Description:

This award was created to celebrate the lasting impact of the Class of 2018’s Marissa “Missy” Spera for her passion for green chemistry and protecting the planet. Missy is a standout science student passionate about people and the planet. The student receiving the IACS Sustainable STEM Innovation Award embodies the spirit of the award through their dedication to the community and enthusiasm for science and sustainability.

This year’s award went to High School Senior Richeervy Eng. Richeervy not only excels in the lab but also looks beyond the beaker to the people and environment who are affected by chemicals. For an honors project, this student created safer personal care products not only for themself but also for their loved ones and for members of an often overlooked and historically excluded community. This student spent many weeks in the lab creating new products that are made for People of Color, such as lotions, soaps, and hair masks for the Cambodian community. They designed products to be safe, affordable, and perform well while also preventing waste and designing products to degrade safely in the environment — all key principles and criteria of green chemistry.

Title: “Innovating Lab Equipment”

Lead Facilitator: John Canal, Simon Fraser University (SFU)

Project Description and Update:

The project presents an opportunity to instill in students a mindset geared towards sustainable practices in chemistry, with a particular focus on green chemistry solutions. Embedded within our inorganic curriculum, this educational initiative encourages students to evaluate established experiments through the lens of green chemistry principles and propose enhancements. These enhancements, aimed at minimizing environmental impact, are then integrated into the experimental procedures.

Among the innovations pursued are solventless reactions and the substitution of hazardous solvents with eco-friendly alternatives. Additionally, we aim to introduce students and faculty members to the benefits of waterless condensers. By embracing such technologies, we not only advance sustainability goals but also cultivate a deeper understanding of the resource-intensive nature of conventional chemical syntheses.

We are delighted to report the successful testing and implementation of the waterless condensers our department. With overwhelming enthusiasm, our undergraduate students in a second year Inorganic lab course tested the four prototypes under various conditions. Given the course’s emphasis on green chemistry principles, students needed no convincing to try out the new condensers and they were eager to discuss the advantages of using the waterless condensers over the traditional models employed in the course. This experience inspired them to identify other aspects of the course that require innovation, and they are now willingly suggest further innovations for the course. Colleagues have found this experience inspiring and has had a very positive effect on our Inorganic lab course. We are now considering testing these condensers for our Organic Chemistry course and broader use for the Inorganic chemistry lab courses.

We are deeply appreciative of your support without which this initiative would never have been feasible.

2024 Community Grant Fund Winners: Driving Impact Through Green Chemistry

December 3, 2024

K-12 Summer Course Student Testimonials

September 20, 2024

“The materials presented and shared in Intro to Green Chemistry will absolutely encourage students to be greener and lead more sustainable lives… If we think about the process to limit or refrain from using materials at the high school level perhaps the next decade will show environmental improvement.”

As a solutions-based science, green chemistry has proven to be impactful for K-12 student learning. From the high school chemistry lab to elementary science classes, students of green chemistry are asked a common question: How can we engage science through a sustainable lens? Of course, for students to tackle this challenge, instructors must first have an answer themselves – . This is where we come in.

However, green chemistry is not yet often embedded in most teaching curricula which presents a real barrier for educators seeking to integrate sustainability into their classroom. Overcoming this challenge is a core focus of our professional development courses.

Each summer, K-12 educators from across the United States gather in virtual classrooms to learn, share, and grow together at Beyond Benign online professional development courses. Their instructors are other K-12 teachers—who have years of experience partnering with Beyond Benign to teach ways to green the chemistry classroom and catalyze student engagement with sustainability topics

When our Summer 2024 cohort wrapped up their courses and submitted their final projects, we asked them to tell us about their experience. We hope the reflections below inspire you as much as they have inspired us.

Sustainable Science: Contextualizing Chemistry through Safer Hands-On Labs:

Problem-solving with chemistry to create safe and engaging NGSS-aligned chemistry labs, designing solutions for sustainability challenges.

“I learned the basics about green chemistry in Sustainable Science: Contextualizing Chemistry through Safer Hands-On Labs, and this short course was invaluable in opening my eyes to this important area of science. As a high school science teacher, my interest was to learn to revise chemistry labs to make them safer, from set up to disposal. But along with that, I realized I need — and my students need — to know more about this sustainable approach to chemical processes and products, so I’m hoping to read more and take another green chemistry course to further my and my students’ understanding.”

Introduction to Green Chemistry:

Integrating green chemistry principles and practices into your teaching through real-world sustainable inventions.

“I want to incorporate more green chemistry innovations and research because I find it interesting and I think the students do too. I think the materials I learned in Intro to Green Chemistry will improve student understanding of how to critically think about environmental impact and waste production, which are two things they may not think about regularly. With this awareness, they can make better informed decisions and could be inspired to bring these ideals to future science courses and careers.”

“I plan to share green chemistry with the chemistry teacher in my new school, and the science lead in the superintendent’s office. The materials presented and shared in Intro to Green Chemistry will absolutely encourage students to be greener and lead more sustainable lives. It is a method to teach about waste, usage of harmful materials, and production of harmful materials. If we think about the process to limit or refrain from using materials at the high school level perhaps the next decade will show environmental improvement.”

Advanced Green Chemistry:

Taking green chemistry practice to the next level in your classroom through toxicology and analysis to support student based research and inquiry projects.

“In Advanced Green Chemistry, I learned how to plan a unit with the 12 Green Chemistry Principles in mind and how to use the principles to guide lessons that are interesting to my students. I was able to use what I learned in this course to rewrite my unit on solutions chemistry using a case study and weaving the concepts of toxicology throughout. I will be presenting my new unit in the spring of this upcoming school year.”

“In Advanced Green Chemistry, one of the most significant things I learned was about the Green Chemistry Awards Study, Toxicology unit, Specific Green Chemistry Labs. I will implement it in my classroom by utilizing green chemistry labs in class, explicitly incorporating the 12 Green Chemistry Principles.”

“After taking the Advanced Green Chemistry course, I have better alternative labs to use, including the ones that we developed. We will now use the common language of the 12 Green Chemistry Principles with the students, and I will be reducing hazards in the classroom, incorporating SDS and hazard pictograms. I love the community we formed in this class and hope to continue to engage. The size of this class was great. Even though the course was online, the size made it feel very personal.”

“I learned much more about toxicology and current innovations in green chemistry. As a result, I rewrote an entire unit (solutions) in my curriculum and modified my intro unit. This will help increase student understanding of their ability to solve sustainability challenges with chemistry a great deal! We are definitely going to implement more changes with an environmental lens and we are attempting to not buy any NEW toxic chemicals as we work through the materials in our stockroom and convert all labs to more environmentally safe options.”

How to get involved:

Subscribe to Beyond Benign’s newsletter to be the first to know about future professional development courses and learning opportunities.
Join the Green Chemistry Teaching and Learning Community to connect with your peers, access resources, and more.
Want to bring in some green chemistry labs into your K-12 classrooms? Check out our “starter kit” here to see where to start.

K-12 Summer Course Student Testimonials

September 20, 2024

“The materials presented and shared in Intro to Green Chemistry will absolutely encourage students to be greener and lead more sustainable lives… If we think about the process to limit […]

Back-to-School with Green Chemistry: Most Popular Resources for Elementary through Undergraduate Students

August 16, 2024

Picture strolling with students to collect oak leaves and acorn caps to extract dyes, using green principles to tie-dye in the lab. This lesson, Tie-Dyeing with Tannins and Iron, is one of the most downloaded resources from the Green Chemistry Teaching & Learning Community (GCTLC). As teachers and students alike prepare to return to the classroom, Beyond Benign is sharing a list of its most downloaded green chemistry resources to get both educators and students excited for the academic year ahead. Integrating green chemistry lessons in classrooms and labs is an opportunity to inspire students to practice sustainability through chemistry. Another resource topping the list is the Guidebook for Sustainability in Laboratories, which provides hands-on, action-oriented advice to improve the sustainability of lab users’ everyday practices.

Check out our back-to-school list to find resources to provide engaging and informative lessons in green chemistry. Want more? Then head over to the GCTLC, a virtual space for community members to connect to share ideas and resources to increase the practice of green chemistry from K-12 through higher education.

Elementary, Middle School, and High School Resources

Green Chemistry and Sustainable Science: A Green Approach to Sustainable STEM in K-12 | Chapter 3: Structure of Atoms and Molecules:

This chapter provides three lessons to engage students with concepts of structure through design, modeling, and phenomena that use less toxic chemicals and limit student and teacher exposure. They include a desalination design challenge for elementary students, a lesson on the particle nature of matter for middle school students, and flame tests for high school students. Some of the questions posed to students include: why are some materials stiff and others flexible?; how can we design a material that has the physical properties we want?; why are there different colors of glass or gems?; and are there some materials that are hard to get rid of, or that don’t degrade over time?

Contributors: Annette Sebuyira, Stefanie Loomis, Erin Mayer, Veronica Morabito-Weeks, Scott Carlson, Jake Foster, Mollie Enright, Beyond Benign

Middle School Resources

Green Chemistry and Sustainable Science: A Green Approach to Sustainable STEM in K-12 | Chapter 5: Curriculum Unit

This middle school unit engages students in a variety of investigations and modeling to explore the molecular nature of substances and how they interact, with explicit considerations of green chemistry principles. Included are four lessons, an “elephant toothpaste learning expedition,” and a summative assessment. The essential question that structures this unit is: How can we make something new that was not there before? Some of the questions posed to students include: how can we decide if what goes into a system is the same as what comes out of a system?; what happens when potatoes are placed in mystery liquid?; and how can scale help us understand puzzling things? Through this unit, students see the relevance of the activities and green chemistry principles to their lives and apply their learning to authentic situations.

Contributors: Annette Sebuyira, Stefanie Loomis, Erin Mayer, Veronica Morabito-Weeks, Scott Carlson, Jake Foster, Mollie Enright, Beyond Benign

Middle School and High School Resources

Biomimicry Matching Game: This game teaches secondary students about biomimicry, the science and capacity to emulate nature’s best biological ideas to solve human problems. For example, the spider’s web is coated with one of nature’s strongest adhesives, so scientists have recently done studies of what we call “spider web glue.” They found that it is made from proteins with sugars attached to the molecules (glycoproteins). The DNA and enzymes in the spider synthesize this glue, and scientists are working now to find ways to mimic this process. This game provides an engaging way to teach students about the many “green chemists” that exist in the natural world.

Contributors: Mollie Enright, Annette Sebuyira, Janie Butler, Beyond Benign

High School and Introductory Undergraduate Resources

Tie-Dyeing with Tannins and Iron: Use renewable and waste feedstocks to address green principles while having some tie-dye fun in the lab. This laboratory experiment uses tannins from acorns and iron from rusted metal to color cotton fabrics. It explores renewable dyes, oxidation and reduction reactions, and the creation of organometallic coordination polymers from waste resources. It’s suited for introductory and non-major students but can be extended into upper-level undergraduate courses as well. It’s well suited for the fall where students can collect plant matter to dye with — generating oranges, reds, blues, and blacks perfect for the Halloween and autumn seasons.

Contributor: Julian Silverman

High School or Undergraduate Resources

Guidebook for Sustainability in Laboratories: Scientific research and experiments in a laboratory generate vast amounts of waste in the form of chemicals or single-use plastics. Devices and equipment such as fumehoods and ultra-low temperature freezers consume as much energy as several households. These factors contribute to the carbon footprint of laboratory practices. This guidebook provides hands-on, action-oriented advice to improve the sustainability of lab users’ everyday practices. For example, closing sashes of fumehoods not only saves up to 67% of energy but is also much safer for the researchers working in the laboratory. These recommended measures not only reduce the carbon impact of laboratory practices but lead to reduced costs and enhanced cost efficiency. The guidebook provides advice to labs covering disciplines such as biology, chemistry, computational science, engineering, life sciences, materials sciences, medicine, pharmacy, and physics.

Contributors: Thomas Freese, Renate Kat, Suzanne Lanooij, Tanja C. Böllersen, Maurits De Roo, N Elzinga, MBeatty, Brian Setz, Roza Weber, Irene Maltagliati, Timea Gandek, Peter Fodran, Robert Pollice, Michael Lerch

Environmental Toxicology | Toxicology for Chemists Module 8: What are the sources and health effects of air pollutants? What hazardous substances can be found in drinking water? If a chemical is spilled during transportation, at what rate will it move through groundwater? This module serves as an introduction to the principles of environmental toxicity: air pollution, water pollution, and chemical transport and fate. Students will learn examples of pollutants and their effects on human health and the environment through case studies, activities, and in-class discussions. With the help of these materials, students learn chemistry by considering specific human experiences across the globe.

Contributors: Beyond Benign, Nesta Bortey-Sam

Introductory Undergraduate Resources

Green Chemistry University Course | Lecture 1 Course Introduction and Accidents and Their Unintentional Consequences: Lab safety starts with accident prevention. In this 14-week lecture series, students will learn about the course requirements and innovative capabilities of green chemistry. By using thoughtful design and green chemistry principles, students will find that accidents can be reduced or prevented.

Contributors: Beyond Benign, Yale Center for Green Chemistry and Green Engineering

Introductory Undergraduate or Upper/Advanced Undergraduate Resources

History and Principles of Toxicology | Toxicology for Chemists Curriculum Module 1: How do we “know” what is toxic? How much testing is enough? Who decides? Students gain an understanding of the history and principles of toxicology to contemplate these and other questions through lectures, case studies, and homework assignments. The first part of the module introduces students to toxicology, helping them understand the history of toxicology and its underlying principles; the progression of toxicology as a science; the development of regulatory agencies; key case studies that developed the field; and the paradox of uncertainty. In the second part of the module, students learn the general principles of toxicology; how dose determines the effect of a substance; and the factors that affect the toxicity of a chemical.

Contributors: Beyond Benign, Amy Cannon, Cynthia Woodbridge

Understanding Hazard and Risk | Toxicology for Chemists Module 2

This module is an introduction to understanding the principles of hazard and risk. The lectures contain multiple case studies and have a flexible format: you can take any slides and use them in any order to build your lecture. There are five student assignments that correspond to the slides, as well as a list of additional resources for instructors. Using these materials, students will understand the basic concepts of hazard, exposure, and risk; be able to perform a simple chemical hazard assessment; be able to compare similarities and differences between a risk assessment and an alternative assessment; and apply alternative assessment concepts to a product.

Contributors: Beyond Benign, Saskia van Bergen

Predictive Toxicology | Toxicology for Chemists Module 10: This module provides an overview of computational methods to predict the toxicity of chemicals. Through lecture slides, activities, videos, and in-class discussions, students will learn an overview of the latest methods that have been successfully applied to predict the toxic effects of chemicals, helping them understand the nexus of computational sciences and toxicology. Particular emphasis is placed on carbon-based toxicants. The lecture slides include multiple case studies, in-class discussions, assignments, and homework activities. This resource also provides educators access to multiple General Atomic and Molecular Electronic Structure System (GAMESS) activities and problem sets.

Contributors: Beyond Benign, Cintia Milagre

Toxicity of Metals | Toxicology for Chemists Module 6: What is metal pollution and what are its impacts on human health, animal health, and the environment? This module introduces students to metal toxicity, teaching them about the toxicity of metals in the body, metal pollution, the difference between metals and metalloids, mechanisms of heavy metal toxicity, and factors that affect metal toxicity. Through case studies, in-class assignments, and activities, students gain an applied outlook on the chemistry through reference to many global incidents and situations.

Contributors: Beyond Benign, Nesta Bortey-Sam

How to get involved:

If you haven’t yet joined the GCTLC, create your free profile today to access all of these resources and many more.
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Back-to-School with Green Chemistry: Most Popular Resources for Elementary through Undergraduate Students

August 16, 2024

Picture strolling with students to collect oak leaves and acorn caps to extract dyes, using green principles to tie-dye in the lab. This lesson, Tie-Dyeing with Tannins and Iron, is […]

Season Recap: Observe, Wonder, Think 2023-2024

August 8, 2024

This past year, Beyond Benign launched another great season of Observe Wonder Think, the monthly K-12 professional development series. As in previous years, the series focused in on resources, strategies, and practices for K-12 teachers who are hoping to inspire their students through green chemistry. As a framework, each webinar was organized around one or more of the 12 Principles of Green Chemistry.

The ongoing objective is to encourage and help educators create safer, more engaging learning environments by integrating green chemistry and sustainable science principles into their classrooms. Following NGSS best practice techniques, the webinar series supported K-12 educators in fostering the idea of “Observe, Wonder, Think!” with their students and demonstrated to educators the 12 Green Chemistry Principles as they are practiced in the classroom. Presenters shared hands-on labs and highlighted real-world green chemistry technologies. Beyond Benign hosted educational leaders who are actively practicing green chemistry in their classrooms as they walk through their favorite green chemistry labs and experiments. This interactive webinar series also allowed time for breakout sessions, Q&A and networking opportunities.

Here are some quick statistics on the 2023-2024 season of Observe, Wonder, Think:

Approximately 21 participants attended each webinar, including members from the K-12 and higher education communities and their students, as well as industry professionals and environmental agencies.
Over the course of the year, a total of 65 people joined us during the webinar series with 28% attending more than one event.
18 guest presenters discussed no less than 12 topics, including curriculum support, lab safety, creating storied curriculum, cultural relevance, and student engagement and service.
We had representation from 15 US states and 6 countries, spanning 4 continents.

Beyond Benign would like to extend our gratitude to the following “Observe, Wonder, Think” presenters from the 2023-2024 season. Click the links to watch a recording of each session.

Lab Safety and adopting a safety culture
- William McMahon, Lab Technician, SUNY Jefferson Community College
Introducing Green Chemistry and Sustainable Science: A Green Approach to Sustainable STEM (newly released lab book for K-12)
- Erin Mayer, Certified Lead Teacher, Beyond Benign, Middle School Science Teacher, Boulder, CO
- Annette Sebuyira, Certified Lead Teacher, Beyond Benign, Retired High School Chemistry Teacher, Albany, NY
Flame Tests, Animal Adaptions and Engineering Design, and Biomimicry (more Intro to Green Chemistry and Sustainable Science book samples)
- Stefanie Loomis, Lead Teacher, Beyond Benign, Catskill Sr. High School, NY
- Veronica Morabito Weeks, Certified Lead Teacher, Beyond Benign, Breton Woods Elementary School, Long Island, NY
Transitioning your school to a Green Chemistry Mindset
- Jessica Lorenz, Chemistry and Environmental Science Teacher, Bellingham High School, MA
High School Science Ambassadors as Emerging Scientists and Educators
- Raksmey Derival, Certified Lead Teacher, Beyond Benign, High School Science Teacher, Innovation Academy Charter School, MA
Using inquiry and student curiosity to create fun science
- Matthew Miller, Professor of Chemistry and Biochemistry, South Dakota State University
Industry sponsored Green Chemistry Education Programs
- Areej Nitowski, MilleporeSigma Green Chemistry Education Manager, and former K-12 educator

Please plan to join us in the fall as we continue the “Observe, Wonder, Think” webinar series next school year. Sign up for emails to be the first to know when registration opens.

Watch all recorded sessions of “Observe, Wonder, Think” here.

Season Recap: Observe, Wonder, Think 2023-2024

August 8, 2024

Celebrating Innovation and Sustainability: Beyond Benign’s 2024 Community Grant Fund Award Winners

May 31, 2024

At Beyond Benign, our mission is straightforward yet profoundly impactful: to cultivate a green chemistry community that empowers educators to revolutionize chemistry education for a sustainable future. As we reflect on the past year and the incredible support we’ve garnered, we are thrilled to announce the recipients of our 2024 Community Grant Fund awards. These awards, made possible by the generosity and dedication of our community, are set to fuel innovative green chemistry projects that will make a lasting impact on education and sustainability.

The projects funded this year are diverse and inspiring, reflecting the creativity and dedication of our community. From professional development workshops for middle and high school teachers to symposiums and student awards focused on sustainability, these initiatives are set to make a significant impact. Below, we highlight the remarkable projects and leaders spearheading these transformative efforts.

2024 Community Grant Award Winners – Project Highlights

Title: Professional Development: “It’s Easy Being Green”

Lead Facilitator: Maria Danielle Garrett, Associate Professor of Chemistry Education at Belmont University

Project Description:

There are three objectives to help reach the goal of this program expansion.

Objective 1: A new professional development workshop will be offered during the academic year.
Objective 2: Teachers attending the half-day professional development workshop will be eligible to apply for a small microgrant ($50-$100 in value) for curriculum items, lab materials, and/or professional development opportunities that focus on green chemistry topics and classroom applications.
Objective 3: A Google Sites page will be developed to help recruit teacher attendees for both the new professional development offering and the summer offering. Teachers who are awarded microgrants will be highlighted on the site. They will be asked to share their ideas and outcomes from the microgrant, creating a green chemistry resource bank for other teachers.

Title: “Waving the Green Flag”

Lead Facilitator: Marissa Clapson, Assistant Professor, University of Prince Edward Island

Project Description

This project aims to provide an accessible, engaging symposium that facilitates learning through gamification in hands-on activities, looking at application-based case studies of sustainability and synthesis. The nontraditional symposium model focuses on using multi-dimensional learning methods to challenge and educate symposium participants.

This project aims to foster scientific discourse and provide a space for open discussion and learning about how to implement sustainable green chemistry practices into academia, industry, and education. Our hope is that the participants leave feeling empowered to educate others about green chemistry in academic, industrial and educational settings. We will provide clear, actionable resources that will provide participants with a toolbox that they can use to implement sustainability or green chemistry discussion topics in their own education and research settings.

Title: “IACS Sustainable STEM Innovation award”

Lead Facilitator: Raks Derival, Innovation Academy Charter School

Project Description

Title: “Innovating Lab Equipment”

Lead Facilitator: John Canal, Simon Fraser University (SFU)

Project Description

Traditional reflux condensers, such as the Liebig variant, have long relied on significant water consumption, averaging 2.5 liters per minute. Beyond the wastefulness of water, there exists a broader energy perspective often overlooked. The water utilized in these condensers undergoes purification at municipal facilities before its use and subsequent treatment at wastewater facilities before returning to the environment. Each step in this process incurs a substantial energy cost. These funds will be used to collaborate with a glassblower to design custom waterless condensers and to assess its effectiveness.

Celebrating Innovation and Sustainability: Beyond Benign’s 2024 Community Grant Fund Award Winners

May 31, 2024

Integrating Green Chemistry Into K-12 Classrooms: 3 Educators Paving the Way

March 26, 2024

Training future green chemists starts in K-12 classrooms and labs, where the foundational principles of green chemistry are introduced. This early exposure fosters safer learning environments and inspires students to think sustainably about the world around them. Beyond Benign is proud to work with educators to make green chemistry an integral part of chemistry education, and we are continuously impressed by the educators who train and prepare their fellow science teachers to bring green chemistry into their classrooms and labs.

We caught up with three educators who are helping pave the way for a greener future — Cassidy Javner, Erin Mayer, and Annette Sebuyira. This summer, these Beyond Benign Certified Lead Teachers are teaching professional development courses for middle school and high school science teachers at various levels of green chemistry engagement.

Below, Cassidy, Erin, and Annette share their green chemistry backgrounds, what drives their passion for teaching green chemistry, and the value of participating in a professional development course.

Tell us a little bit about you and your background in green chemistry education.

Cassidy Javner: I am a high school chemistry teacher in Minnesota, and I have been teaching chemistry at all levels (General, Honors, and AP) for 11 years. I got connected to green chemistry education through the University of Minnesota Research Experience for Teachers (RET) program in 2016. As a part of the program, I took Beyond Benign’s online course, “Introduction to Green Chemistry in the High School Classroom,” and haven’t looked back since. Now I am a Beyond Benign Certified Lead Teacher and I am teaching the same online course! I have been a part of several American Chemical Society’s Journal of Chemical Education publications about developing and implementing green chemistry with my students. In addition, each summer, I help run a summer workshop on Green Chemistry for High School Teachers in Minnesota. In 2018, our team from the University of Minnesota was awarded the ACS Committee on Environmental Improvement Award for Incorporating Sustainability into Chemistry. I have enjoyed sharing my green chemistry experiences with my students and other educators throughout Minnesota.

Erin Mayer: I teach young scientists at Casey Middle School in Boulder, Colorado. For over 20 years, I’ve helped create safe learning spaces where students can explore and understand the natural world. I challenge them to think critically, ask questions, and find solutions. My goal is to inspire them to tackle local and global issues, making the world a better place. In 2020, I discovered green chemistry through a Beyond Benign online course. Green chemistry is about solving problems in sustainable and eco-friendly ways. This fits perfectly with my aim to empower students to use their scientific knowledge to address real-world problems. To achieve this, I’ve developed various activities, including waste audits, studying handwashing during COVID-19, making eco-friendly products, and incorporating microscale chemistry into our middle school curriculum. These experiences not only teach and emphasize green chemistry principles but also foster innovation and problem-solving skills in my students.

Annette Sebuyira: I have been affiliated with green chemistry since 2013. I first became aware of the practice of green chemistry when I attended a summer training program for teachers at Siena College in New York, run with Beyond Benign. We practiced several labs, where “green chemistry” was a new term to me. They used safer materials. They used household products. They did not use the concentrated nitrates that I was used to using in the lab room, and I was hooked. When I went back to my school that fall, I worked toward reducing hazards by using less toxic materials. If I couldn’t find a replacement, I changed the lab to a micro-scale lab. I wrote to the DEC and asked if they had more resources. They connected me to the Beyond Benign crew, and I reached out to them and said this was something I was looking for, but I didn’t know what it was called, and I really wanted to be immersed in it. That was the beginning.

What can you tell us about your experience teaching Beyond Benign’s professional development courses? How long have you been teaching these courses, and why is this valuable?

Cassidy: During my time as a Lead Teacher at Beyond Benign, I had the opportunity to lead professional development at conferences and workshops throughout the country. This will be my third year teaching the “Introduction to Green Chemistry in the High School Classroom” online course. I find it really valuable to share my green chemistry knowledge and also to learn from the participants at the workshops and courses. I always leave Beyond Benign’s professional development experiences with a plethora of ideas and activities that I want to try in my classroom. Teaching the course renews my own passion for green chemistry and ignites my creativity as a scientist and educator.

Erin: I have facilitated the Beyond Benign “Sustainable Science: Contextualizing Chemistry Through Safer Hands-On Labs” online course for the last two years. The Sustainable Science course provides participants with an overview of the Green Chemistry Principles, introduces participants to the wealth of green chemistry resources available through the Green Chemistry Teaching and Learning Community (GCTLC), and incorporates multiple opportunities to consider how to introduce student learners to the principles as well as how to incorporate the principles into the general classroom setting.

Annette: This will be my second year teaching the “Advanced Green Chemistry: Connections to Our World” summer course. When I went through the course [initially designed by Tanya Elmer], imagining myself as a student, I found myself interested in the materials. It had units, such as designing a lab, introducing toxicology to teachers, and embracing or examining a green chemistry Presidential Award winner project that was going on. It tied in academia, industry, and economics. And I thought, “This is a wonderful course.”

How have you seen attendees grow from the beginning of a professional development course to the end?

Cassidy: Many attendees start the course with little to no green chemistry experience or many attendees have inherited a set of very traditional labs. Throughout the course, participants learn ways to reduce hazards in their laboratory and make their activities safe for their students and the environment. Further, participants are able to explore all of the ways that green chemistry can empower their students with the knowledge and skills to become environmentally conscious individuals in their communities and create a more sustainable future.

Erin: I have worked with educators at different stages of familiarity with green chemistry, from beginners to those already integrating it into their teaching. Upon completion of the course, most participants express feeling inspired and eager to incorporate green chemistry principles and practices into their learning spaces.

Annette: What I look forward to is getting feedback at the end of the academic year from the teachers who created their lesson plans and unit plans and seeing how teachers implemented and how the plans went. I saw teachers grow from saying, “I can’t implement this in my school unless you tell me what to do, and you have to give me the material, and I need the resources from you,” to turning around and being the ones providing their resources and having so many ideas. It is really nice to see that they have internalized it and they’re owning it. And they’re so invested that they even reach out to me now. I like to see their view just expanding right in front of your eyes!

Can you share a memorable experience or project from the course that exemplifies the impact of green chemistry education on attendees?

Cassidy: One of my favorite assignments from the course is where participants design a lesson to introduce their students to the 12 Principles of Green Chemistry and the 20 United Nations Sustainable Development Goals. This past year, participants used an incredible variety of real-world examples to introduce green chemistry to their students, including soap making, egg drop experiment, colorimetry, chemical reactions, glue, road de-icers, bioplastics, household cleaners, polystyrene packing peanuts, cosmetics, biomimicry, plastic pollution, natural dyes, and food storage containers. The creativity that teachers bring to this assignment is incredible and inspiring.

Erin: I recently worked with an educator who was interested in implementing green chemistry principles in her elementary art classroom. It was fascinating and inspiring to follow her green chemistry journey from a very different educational perspective.

Annette: One of the attendees was a veteran chemist, worked in industry, and was in charge of emulsifying paint, whereby they will take the micro globules of paint particles and create what’s called a disperser. Each of those solvents was so highly toxic. She worked with these solvents for 25 years before becoming a high school teacher, where she used the platform of our course to create a unit on paint. And knowing all the topics you have to know in chemistry — solubility, Ph, electrophoresis — she took all these units and tied them into the learning, each of them based on paint. Then she went back to her former company saying, “Listen, this and this are really highly toxic. Why don’t we try something different?” It’s amazing to me. I got this student from being very afraid of being able to do an advanced course in green chemistry and being able to apply it to students, to then be able to embrace it, learn it, and now is teaching others.

What drives your passion for teaching green chemistry?

Cassidy: Green chemistry uses cutting-edge research and addresses relevant environmental issues, including bioplastics, water quality, climate change, renewable energy, medical sutures, road salts, and oil spills. Incorporating these concepts makes chemistry engaging, relevant, and authentic for all students. I am passionate about teaching students chemistry through experiences that minimize waste, increase safety for students and the environment, and teach students about chemistry in a sustainable way.

Erin: My students! I love watching my students become empowered members of the green chemistry community as they apply their chemistry understandings to innovate, invent, and use sustainable and environmentally conscious practices to address problems applicable and relevant to them.

Annette: I think at the end of the day I feel safer that I’ve made one little change that leads us to maybe a healthier, wealthier way to live.

What are your hopes for the future of green chemistry education? How do you believe these courses can contribute to realizing these goals?

Cassidy: My hope is that green chemistry education will be incorporated in all classrooms, with all ages, and with all students. I want green chemistry education to spread to as many teachers as possible. These courses are a great way to expose teachers and, in turn, their students to green chemistry education.

Erin: My hope for the future of green chemistry education is to bring more awareness to the green chemistry movement. I believe Beyond Benign’s courses contribute by providing accessible and engaging resources that introduce participants to the principles and practices of green chemistry. By equipping educators with the knowledge and tools to integrate green chemistry into their teaching practices, we can inspire the next generation of scientists and innovators to prioritize sustainability and environmental responsibility in their work. This increased awareness and understanding of green chemistry can lead to the widespread adoption of eco-friendly practices across various industries, ultimately contributing to a more sustainable future for our planet.

Annette: I am hoping that if teachers take this course, they’ll take away something they can share in their own communities. Just to bring about an awareness that: yes, chemistry is there, and no, chemistry does not have to be the highly toxic environment that we know. Chemistry can sound challenging to people because it presents a lot of hazards. But if you say green chemistry? It sounds softer, and its practices are safer. I changed the final project in the Advanced Green Chemistry course from being someone’s existing research to creating a unit that you can teach. It brings about ownership. It brings about agency, and it brings about the concept that you are definitely going to talk about it later. Whether it’s your students who take it home to their families or their other classes or it’s your colleagues who see you practicing it and ask about it, you’re creating an awareness that wasn’t there before.

What advice or insights would you share with educators interested in incorporating green chemistry principles into their teaching practices?

Cassidy: Start small — find easy, realistic, and manageable changes that you can make to your classes today. Start with replacing hazardous labs and chemicals with alternatives that are safer for you, your students, and the environment. Then find ways to begin to weave real-world applications of green chemistry throughout your entire curriculum. Incorporating green chemistry is a process, and the “Introduction to Green Chemistry for High School Teachers” course will help you get started!

Erin: Start small. Check out the resources on the GCTLC. Focus on intentionally integrating and exposing your students to one or two green chemistry principles. Implementing microscale chemistry to focus on the first Principle of Green Chemistry — prevention is a low-stakes but powerful entry ramp for green chemistry.

Annette: One day at a time. You can’t get it all done at once. I am overzealous and very hyper about implementing green chemistry, and it still took me three years to actually say, “This is a green chemistry classroom.” I have no qualms about any of the practices that I shared with my students and passed on to my incoming colleagues as I retired because I had taken it in and been able to change each of these practices. And I will never stop learning. I never stop reading. I’m always reading either a Biomimicry Institute magazine, Nature, or ACS Green Chemistry Institute publications because there are so many other things that we might be misinformed about, or are not aware of, or know that it’s bad, but we’re still doing it. So, I say, take your time, but each day, make an effort.

Join a Summer Professional Development Course!

Learn more about these online courses and register by June 1st, 2024. Sponsorships are available for select states.

Introduction to Green Chemistry for High School Science Teachers | High School Teachers | In this course, Beyond Benign Certified Lead Teacher Cassidy Javner will help prepare you to integrate green chemistry principles and practices into your teaching through real-world sustainable inventions. You’ll learn how to develop safer labs and lessons aligned to your local standards in an interactive environment.
Sustainable Science: Contextualizing Chemistry Through Safer Hands-On Labs | Middle and High School Teachers | Learn how to weave Next Generation Science Standards (NGSS) sustainability content into your classrooms with Beyond Benign Lead Teacher Erin Mayer. Open to middle school and high school teachers, participants will leave with a toolkit of resources and access to a network of other like-minded educators in the region.
Advanced Green Chemistry: Connections to Our World | High School Teachers | Join Beyond Benign Certified Lead Teacher Annette Sebuyira as you expand your knowledge of green chemistry principles and practices by analyzing Presidential Green Chemistry Challenge Award technologies. In this course, you’ll dive into toxicology for chemistry basics and investigate the pedagogy for effective guidance of student-based research projects and inquiry-based projects.

Integrating Green Chemistry Into K-12 Classrooms: 3 Educators Paving the Way

March 26, 2024

The Impact of Green Chemistry in Elementary Education: A Conversation with Veronica Morabito Weeks

December 11, 2023

Veronica Morabito Weeks, a passionate fifth-grade educator with 28 years of teaching expertise in Long Island, New York, emphasizes that while green chemistry is commonly associated with environmental sciences in elementary classrooms, she has successfully integrated its principles across various subjects such as ELA, economics, civics, and even within discussions about food. “Being an elementary teacher, I don’t just do science. I do everything!” Veronica says. “I stick science in everywhere.”

Through innovative lessons based on situations and settings familiar to her students, Veronica utilizes the environment as a gateway to comprehending green chemistry, ensuring that learning remains engaging and enjoyable.

A Call to Action Through Chemistry

Through engaging projects that relate to the world around them, Veronica’s students have had the opportunity to think about the environment they want to live in and brainstorm innovative ways to bring about change.

One of her classroom projects centered around a particulate matter device called the flow device, which detected poor air quality in their classroom, located near the Long Island Expressway and an industrial park. Concerned about their breathing difficulties and prevalent asthma, especially following the end of the COVID era when chemicals were used for sanitation, the students initiated investigations using the flow device. They observed how cleaning chemicals triggered the device and noticed spikes during high traffic times, like lunch breaks.

Motivated by their findings, the students brainstormed solutions. They explored biomimicry, particularly the Sharklet Biomimicry, aiming to create non-toxic sanitizers for their desks. Additionally, they proposed designing barriers along the expressway using materials like cork that could absorb toxins, presenting these innovative ideas at a virtual symposium.

“They played around with green chemistry and how they could make their own disinfectants,” Veronica says. “That was another favorite. They used the Think Dirty app to look at different products and how toxic they are. And it was shocking.”

Veronica described another impactful classroom project centered around exploring plastics, inspired by Beyond Benign’s Plastics labs. Students engaged in creating plastics from benign household items, testing these materials to ensure they possessed desired characteristics. Taking their learning further, they linked their knowledge to real-world issues. They learned about a New York City bill in the Senate aimed at reducing plastic bags and eliminating single-use items like shampoos in hotels.

“These fifth-grade kids went wild!” Veronica says. “They wrote letters and sent them to Albany to our local Senator, Monica Martinez. She came into the classroom, and she was so thrilled. She said, ‘You kids have to come to Albany and present this!’”

The bill passed, leading to a victorious moment for the students. This experience not only connected science with civic engagement but also highlighted the intersection between economics and the environment. Veronica emphasized the importance of providing solutions rather than simply raising concerns and encouraged her students to offer alternatives while advocating for change.

“I tell them it’s not enough to just say, ‘You can’t have bug spray because it’s toxic,’ and to then use nothing at all,” Veronica says. “You have to change it — make it so we can have it, but it’s not going to kill us. That’s what we try to get across. We’re always going to have plastic, but let’s make the plastic better and biodegradable. And not create so much of it.”

Exploring Green Chemistry Through Real-Life Food Experiences

Veronica has discovered that igniting her students’ enthusiasm for green chemistry requires tapping into real-life experiences and interests, a principle that was especially evident in her teachings revolving around food. In one example, upon discovering the toxins in popular energy drinks, her fifth graders sought to create healthier alternatives without compromising taste or quality.

Through engaging units like the Plate to Planet program, created in collaboration by Impossible Foods, Beyond Benign, and Veronica, students explored alternatives to food waste in the cafeteria and alternatives to meat consumption. “They couldn’t believe how much was being thrown out!” The Plate to Planet “Science of Food” unit connected to different subjects and actions. Students investigated the components of common food items and experimented with creating natural food dyes. Their goal was to substitute artificial dyes with more sustainable and healthier options, balancing functionality, taste, and color stability.

We started an outside compost and vegetable garden outside our classroom (economics/biology). They wrote and petitioned our cafeteria to have Impossible Burgers so they would have choices that are more sustainable (civics/food science/sustainability). Some students even worked with their parents to reduce their meat intake after learning more about environmentally friendly options

“We share that when you change a product to something more ‘green,’ it still has to function well,” Veronica says. “It still has to taste good. It has to hold its color. For example, we were making frosting, and we wanted it to be red. So we tried strawberries. We tried a variety of different things because we wanted to see if the flavor would change. They found something they really liked, and they wanted the recipe for their parents.”

Having hands-on experience with changing the world around them through chemistry has been impactful for her students. “You can see how much of our green chemistry approach at this level is connected to the environment, and kids are learning how much agency they have to make a difference in their world,” Veronica says. “They learn it is very possible to influence their surroundings through their understanding of science. We don’t have labs where we are using a lot of intense chemicals, so we had to find a way for kids to connect.”

Cornell Collaboration: Unveiling Vaping’s Impact on Cells and the Environment

Veronica’s students’ deep engagement with chemistry has gotten a big boost through her close collaboration with Cornell University’s impactful programs, particularly the Cornell ASSET (Advancing Secondary Science Education through Tetrahymena) Program from the College of Veterinary Medicine, Department of Microbiology and Immunology. While primarily tailored for high school levels, Veronica adapted two of their kits for elementary students, infusing them with green chemistry principles.

One of these kits, the Chemotaxis Kit, explores chemical reactions using Tetrahymena, microscopic organisms found in ponds. Veronica’s students utilize Tetrahymena to investigate the effects of vaping chemicals on cells, drawing parallels between Tetrahymena and human respiratory cells.

“We are hoping that it stops them from vaping because that’s a huge problem out here,” Veronica says. “They see clearly what happens to the cells. They explode. And the kids are horrified, saying, ‘Oh my God! I’m never gonna do it, I promise you!’”

Cornell provides microscopes and vaping extracts for the experiments. Veronica emphasizes the broader environmental consequences, discussing how vaping toxins might affect waterways, thereby nurturing a sense of responsibility toward environmental stewardship among her students.

“They are developing agency to do something about it, for themselves, for their families, and for the immediate environment around them, teaching them that they have the power to impact change,” she says.

Part of Everything

Veronica emphasizes that when green chemistry is approached as a component throughout her curriculum rather than a siloed subject, it becomes more accessible to students and educators.

“We try to make our approach simple so we can share with other teachers,” she says. “Sometimes elementary teachers are intimidated by chemistry because they don’t feel like they are trained enough or it is too hard. I share that it is more simple than they believe. I am not a chemistry person, but I have always loved it, and I’ve taught myself. I find that chemistry is part of everything: your food, your products, your water. I try to help others to not be afraid of it, little by little.”

As a Beyond Benign Lead Teacher, Veronica is doing this work through her engagement in the Observe, Wonder, Think Webinar series. In November 2023, Veronica shared her biomimicry resources with a diverse audience of educators ranging from K-12 teachers to Higher Education faculty members. At Observe, Wonder, Think webinars, educators are able to come together for fruitful and enriching conversations that help them bring green chemistry into classrooms across the country, and the world. To learn from and connect with educators like Veronica, interested community members can join us, monthly, by registering here. To hear Veronica’s presentation on Biomimicry, visit the YouTube video, linked here.

To connect with Veronica and hear more about her work, find her on the Green Chemistry Teaching and Learning Community.

The Impact of Green Chemistry in Elementary Education: A Conversation with Veronica Morabito Weeks

December 11, 2023

2023 Year in Review

December 7, 2023

Check out our takeaways from an incredible year in the green chemistry community.

2023 Year in Review

December 7, 2023

Check out our takeaways from an incredible year in the green chemistry community.

Empowering Classroom Safety: Stefanie Loomis’s Green Chemistry Journey

October 16, 2023

In the face of a classroom emergency, Stefanie Loomis’s proactive adoption of green chemistry practices not only ensured the safety of her students and colleagues but also showcased the transformative power of these principles in education.

Catskill Senior High School in New York State recently received the kind of news that no school wants to hear during construction. A broken pipe was discovered in the crawl space under the science classrooms with a puddle of unidentified liquid underneath. Stefanie Loomis, a high school chemistry and physics teacher and Beyond Benign Lead Teacher, was teaching above that crawl space.

Several years prior, Stefanie met Annette Sebuyira, a Beyond Benign Certified Lead Teacher, at Siena College’s Green Chemistry Institute. The meeting sparked a collaboration that would shape Stefanie’s educational approach.

After meeting Annette, Stefanie enrolled in Beyond Benign’s intro and advanced courses and subsequently joined the Lead Teacher Program. Through this immersive experience, and with the help of supportive peers including a higher-education colleague at Siena College, she delved into the intricacies of lab safety, a domain she had previously navigated instinctively.

“I was a research chemist right out of college,” says Stefanie. “When I first started teaching, I knew nothing about education, so I just followed what all the other teachers were doing. That’s what they told me to do. Then I started to learn that that wasn’t a good idea.”

Stefanie’s encounter with green chemistry principles illuminated a safer and more innovative path, prompting a significant shift in her educational paradigm. That shift was a game-changer when Catskill Senior High School discovered the broken pipe.

A Lab-Safety Transformation

In 2014, Stefanie Loomis had embarked on a transformative journey toward greener, safer, and more sustainable teaching practices.

“When I first started teaching at Catskill, the chem closet was full of stuff that was older than me,” says Stefanie. “The labels were falling off.” Some of the chemicals in her inherited chem closet were dangerous, and had chemicals in them with labels warning against use for those of child-bearing age.

Guided by the principles of green chemistry, she began eliminating these hazardous chemicals, and meticulously examining her lab protocols. Collaborating with colleagues, she orchestrated the disposal of substances that posed risks, ensuring a safer environment for both students and staff.

“My chem closet is beautiful now,” says Stefanie. “The health and safety people will tell you that my chem closet is one of the cleanest and most well-organized they’ve seen, because we have gotten rid of anything and everything that we don’t use. And what we do use, we make sure we only have small amounts of.”

Perhaps the most significant impact of Stefanie’s efforts was the profound sense of security she instilled within her colleagues.

“One of our teachers was very excited when I told her what I’ve done,” says Stefanie, “and she’s more enthusiastic because she feels so much safer being in the lab. So not only do the kids feel safer, she feels safer, which is huge.”

As Stefanie’s reputation as a trailblazer in green chemistry spread, her influence expanded, encouraging others to embrace similar changes.

The Broken Pipe

In the spring of this year, the broken pipe underneath Stefanie’s chemistry classroom triggered a response that showcased the depth of her dedication to safety and preparedness. The broken pipe resulted in immediate alarm, and Stefanie was asked by the local safety department to compile a comprehensive inventory of all her lab materials and chemicals. This directive came with a sense of urgency.

“They told me that I needed to list every lab performed and every chemical that I had used in the last three years,” says Stefanie, “including how much of each reactant and product could have possibly gone down the drain. They didn’t know how long the pipe had been broken, and there was standing water under it. They needed to find out if chemicals were in that water and what they might be.”

Stefanie meticulously sifted through her lab plans, consulting her science binders and safety data sheets. Collaborating with a fellow teacher, she diligently cataloged every chemical used in her classroom.

“Fortunately, at this point my chemistry labs are pretty green,” says Stefanie. “I have transitioned most of my labs over to household chemicals, or they’re at micro scale, or the products are safe to go down the drain. Most of the labs the students can even do at home.”

Stefanie’s proactive approach to safety was evident during this crisis. When the test results arrived, affirming the safety of her classroom, relief permeated the school. Stefanie’s conscientious efforts had not only averted a potential disaster but also highlighted her classroom’s exceptional safety standards, with air quality ratings confirming the absence of harmful substances.

“I’ve been thanked by the Health and Safety Department,and I’ve been thanked by my principal, just saying, ‘We are so happy you were doing what you were doing, because this could have been a lot worse!’” she says.

The Future of Green Chemistry Education

Stefanie’s experience proves that embracing green chemistry in the classroom doesn’t always require a drastic overhaul; instead, it can be a gradual, seamless process. Her approach offers valuable insights for fellow teachers seeking to incorporate eco-friendly practices into their curriculum.

Stefanie emphasizes that the integration of green chemistry doesn’t demand explicit declarations; it can seamlessly operate in the background of classroom activities. By choosing safer chemicals and innovative teaching methods, teachers can subtly convey the essence of green chemistry.

“As time went on, I continued to pick two or three labs a year and find ways to substitute safer chemicals,” says Stefanie. “Transitioning to green chemistry wasn’t a lot more work, because I did it gradually.”

Stefanie’s journey underscores the significance of thoughtful planning and resource utilization.

“When I first learned about green chemistry, I thought it was something you did one time, and then you were done,” says Stefanie. “It’s not. It’s a continual thing. You’re constantly changing and editing and learning and applying.”

Evaluating each lab, considering alternatives, and discussing these choices with peers can guide educators toward more sustainable options. Collaboration and knowledge-sharing, evident in Stefanie’s engagement with the Siena College Green Chemistry Institute and her peers, can be instrumental in making informed decisions about chemical choices.

Green Chemistry in Action: How Not to Make Lemonade

Inspired by a Beyond Benign course, Stefanie has turned a simple lemonade-making activity into an engaging lesson on green chemistry principles. Through a humorous skit highlighting flawed lab practices, her students learn to critically analyze procedures and identify areas for improvement.

“I over-emphasize a really bad lab procedure,” says Stefanie, “and then I have them rewrite the procedure in their own words, sharing how we can make this a better procedure. Then they make their own lemonade at the end. This is how I introduce the green chemistry principles.”

This hands-on approach not only instills essential knowledge but also nurtures creativity and innovative thinking.

Collaborating with fellow educator Annette Sebuyira, Stefanie has also created a captivating Halloween murder mystery storyline. In this scenario, students apply green chemistry concepts to solve a mystery, incorporating elements from various labs. The Density Lab challenges students to analyze plastics, determining their densities to identify the murder weapon. To decipher the composition of a mysterious red liquid, students devise their own procedures using the Lemonade Lab concept.

Presenting their findings at the Eastern STANYS conference, Stefanie and Annette showcased the seamless integration of Beyond Benign labs with real-world scenarios. Their approach not only demonstrated the practical application of green chemistry but also emphasized the importance of creativity, critical thinking, and problem-solving skills.

Stefanie Loomis continues to inspire both students and educators, illustrating the exciting potential of green chemistry in transforming K-12 science education. Connect with Stefanie on the Green Chemistry Teaching & Learning Community (GCTLC) platform and check out the resources (under learning objects) that she has shared.

Empowering Classroom Safety: Stefanie Loomis’s Green Chemistry Journey

October 16, 2023

How You #CommitToGreenChem

July 14, 2023

In June of this year, we launched the #CommitToGreenChem campaign: an opportunity for our green chemistry community members to share the ways in which they plan to engage with green chemistry in the following year. The responses from community members near and far were inspiring, and we encourage you to hop onto Twitter and Instagram to see the full range of commitments.

At our 2023 Green Chemistry Commitment Summit, we hosted a photo booth to capture some of our attendees’ campaign commitments in real time. In this video, check out their awesome responses.

How You #CommitToGreenChem

July 14, 2023

In June of this year, we launched the #CommitToGreenChem campaign: an opportunity for our green chemistry community members to share the ways in which they plan to engage with green […]

3BL | Access for the Next Generation of Leaders: Episode 5 of Science Will Tell Podcast

June 22, 2023

Originally published on 3BL Media

According to the U.S. Bureau of Labor Statistics, in the last decade, there has been considerable concern regarding a shortage of Science, Technology, Engineering, and Mathematics (STEM) professionals. As a science and technology company, we want to help spark curiosity in children and young people for the fascinating world of science so they can continue to push the field’s boundaries even further.

Season two of the Science Will Tell podcast series from the Life Science business of Merck KGaA, Darmstadt, Germany, explores global access to science education, including the impacts of implementing diversity, equity and inclusion practices in STEM education to accelerate innovation and increase multicultural representation.

For its fifth podcast episode, hear the conversation with:

Dr. Amy Cannon, Executive Director and Co-Founder of Beyond Benign
John Armstead, Assistant School Leader at KIPP St. Louis

In this episode, you’ll learn about:

Beyond Benign’s mission to transform chemistry education to better prepare the next generation of scientists with skills to address sustainability through chemistry.
How KIPP St. Louis is devoted to creating joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond.
The greener practices in chemistry education accessibility challenges commonly faced by students and how Beyond Benign is providing expanded access to resources and support needed.
The value of amplifying diverse voices in the scientific community to solve the world’s toughest challenges

Listen to the episode here: https://sciencewilltell.podbean.com/

3BL | Access for the Next Generation of Leaders: Episode 5 of Science Will Tell Podcast

June 22, 2023

Originally published on 3BL Media According to the U.S. Bureau of Labor Statistics, in the last decade, there has been considerable concern regarding a shortage of Science, Technology, Engineering, and Mathematics […]

‘Observe, Wonder, Think’ Webinars: A Look Back at the 2022-2023 Series

May 18, 2023

During the 2022-2023 school year, Beyond Benign launched a monthly K-12 professional development series called “Observe, Wonder, Think: A Green Chemistry Interactive Webinar Series”. This series was designed to bring the green chemistry community together to advance the field and share ideas and resources to inspire students through green chemistry.

The ongoing objective is to encourage and help educators create safer, more engaging learning environments by integrating green chemistry and sustainable science principles into their classrooms. Following NGSS best practice techniques, the webinar series supports K-12 educators in fostering the idea of “Observe, Wonder, Think!” with their students. Presenters demonstrate hands-on labs and highlight real-world green chemistry technologies. Beyond Benign hosts educational leaders who are actively practicing green chemistry in their classrooms as they walk through their favorite green chemistry labs and experiments. The series is intended to be interactive, allowing time for breakout sessions, Q&A and networking opportunities.

The inaugural webinar series saw 20 – 35 participants for each webinar, including members from the K-12 and higher education communities as well as industry professionals for a cumulative total of 274 registered attendees. 13 guest lecturers discussed no less than 7 topics, including curriculum support, social justice and cultural relevance. We had representation from 33 states and 26 countries spanning 6 continents.

Beyond Benign would like to extend our gratitude to the following “Observe, Wonder, Think” presenters from the 2022 – 2023 season. Click the links to watch a recording of each session.

NCW/Fabulous Fabrics
- Annette Sebuyira, Certified Lead Teacher, Beyond Benign
Sustainability in Elementary Education//Plate to Planet
- Veronica Weeks, Lead Teacher, Beyond Benign, Bretton Woods Elementary
- Bob Baldo, Certified Lead Teacher, Beyond Benign
- Laura Kliman, Director, New Product Development, Impossible Foods
Culturally Relevant Teaching in Chemistry
- Raksmey Derival, Certified Lead Teacher, Beyond Benign, Innovation Academy
- Dr. Rasheda Likely, Kennesaw State University
Understanding Hazards with Students
- Nina Meltzer, Lead Teacher, Beyond Benign, Quincey High School
- Stefanie Loomis, Lead Teacher, Beyond Benign, Catskill Sr. High School
Aligning your practice with Green Chemistry
- Ken Hoffman, Lead Teacher, Beyond Benign
- Scott Carlson, Certified Lead Teacher, Beyond Benign, W.H. Maxwell H.S.
Sustainable Invention
- Greg Sloan, Lead Teacher, Beyond Benign, Woodrow Wilson M.S.
- Erin Mayer, Lead Teacher, Beyond Benign, Casey M.S.
Green Chemistry Teaching and Learning Community
- Jonathon Moir, Project Manager, GCTLC, Beyond Benign

Please plan to join us in the fall as we continue the “Observe, Wonder, Think” webinar series next school year. Sign up for emails to be the first to know when registration opens.

Watch all recorded sessions of “Observe, Wonder, Think” here.

‘Observe, Wonder, Think’ Webinars: A Look Back at the 2022-2023 Series

May 18, 2023

What Is ‘Sustainable Chemistry’ & How Does it Differ from Green Chemistry?

March 21, 2023

By Beyond Benign Co-Founder Dr. Amy Cannon

Amy Cannon Over the past year, we teamed up with the UMass Lowell Center for Sustainable Production to form an Expert Committee on Sustainable Chemistry (ECOSChem), a group of 20 leading representatives from industry, government, academic, and non-profit organizations from across the world, to develop an actionable definition and criteria for “sustainable chemistry.” This definition and criteria are to help inform policymakers, industry researchers, educators and so many others in building a more sustainable future through chemistry.

The term “sustainable chemistry” is often used in conjunction with “green chemistry.” Many organizations have looked to better define the term to unify those working toward a more sustainable chemical enterprise. We got involved with this project to understand better how to communicate the central role that green chemistry plays in achieving a sustainable chemical enterprise – and, ultimately, how the sometimes “competing” approaches complement each other or, at times, are different.

Green chemistry is a central tool chemists (molecular designers) use to address sustainability through our trade. We use the foundational 12 principles of green chemistry as those guidelines – and these principles are meant to work together as a collective to provide a more holistic understanding of how we approach molecular design and challenge us to consider the best approaches. Even though we use the principles of green chemistry as the foundation for our work in green chemistry – we recognize that there is a diverse and rich history of approaches that others have taken to all move towards the same direction – toward creating more sustainable, greener, safer chemical products for our global society. We also recognize that it’s not only chemists that need to get involved in realizing this vision – it’s also policymakers, businesses, investors, and activists. Therefore, it’s important to communicate the work we do as chemists and chemistry educators and work with those central and peripheral to the field to advocate for and ultimately implement these greener practices.

Whether your personal or organizational approach comes from green chemistry, environmental chemistry, or sustainable chemistry, we are all working toward one goal and having one end in mind: having a society where the molecular building blocks of the products we use every day are healthy and safe for humans and the environment, regardless of industry sector, and with equity and justice embedded in how we create and use these chemicals. We hope the definition is useful to guide those working within or around the chemical enterprise to work together and advance the many goals required to achieve healthy, just and safe chemical products.

Find more information about the Sustainable Definition project and read the final report here.

What Is ‘Sustainable Chemistry’ & How Does it Differ from Green Chemistry?

March 21, 2023

By Beyond Benign Co-Founder Dr. Amy Cannon Over the past year, we teamed up with the UMass Lowell Center for Sustainable Production to form an Expert Committee on Sustainable Chemistry [...]

Community News

How can green chemistry principles help students think differently about the world around them and the planet’s future?

How can I use green chemistry in classes beyond chemistry?

What are some replacement labs you use that have green chemistry principles?

How do I integrate green chemistry into my Advanced Placement (AP) Chemistry course? And how can these techniques be applied in other classes?

Can you provide a few examples of high school labs that use green chemistry principles?

How can I engage my high school chemistry students at the start of the year while introducing green chemistry?

How to Get Involved:

Elementary, Middle School, and High School Resources

Middle School Resources

Middle School and High School Resources

High School and Introductory Undergraduate Resources

High School or Undergraduate Resources

Introductory Undergraduate Resources

Introductory Undergraduate or Upper/Advanced Undergraduate Resources

How to get involved:

2024 Community Grant Award Winners – Project Highlights

Title: Professional Development: “It’s Easy Being Green”

Title: “Waving the Green Flag”

Title: “IACS Sustainable STEM Innovation award”

Title: “Innovating Lab Equipment”

Tell us a little bit about you and your background in green chemistry education.

What can you tell us about your experience teaching Beyond Benign’s professional development courses? How long have you been teaching these courses, and why is this valuable?

How have you seen attendees grow from the beginning of a professional development course to the end?

Can you share a memorable experience or project from the course that exemplifies the impact of green chemistry education on attendees?

What drives your passion for teaching green chemistry?

What are your hopes for the future of green chemistry education? How do you believe these courses can contribute to realizing these goals?

What advice or insights would you share with educators interested in incorporating green chemistry principles into their teaching practices?

Join a Summer Professional Development Course!

A Lab-Safety Transformation

The Broken Pipe

The Future of Green Chemistry Education

Green Chemistry in Action: How Not to Make Lemonade

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